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Hong Kong Shue Yan University
Department of English Language & Literature
1st Semester, 2021-2022
Course Title: The Sound System of English
Course Code: ENG 381
Year of Study: 3
Number of Credits: 3
Number of QF Credits: 12
Duration in weeks: 14
Contact Hours per Week: Lecture (2 Hours), Tutorial (1 Hour)
Pre-requisite(s): Completion of ENG 160 (Introduction to Linguistics)
Prepared by: Dr. Josephine Yam
Course Aims
This course is an in-depth study of the sound system of English. It aims at examining the phonetic
and phonological aspects of the English language and consolidating students’ phonetic and
phonological knowledge acquired in their first year linguistics study. It also introduces the state-
of-the-art software and online websites on English pronunciation learning.
Course Outcomes, Teaching Activities, Assessment and QF Credits
Course Intended Learning Outcomes (CILOs)
Upon completion of this course students should be able to:
CILO1 identify the segmental and suprasegmental features of English
CILO2 demonstrate articulate English pronunciation and transcribe with International
Phonetic Alphabet (IPA)
CILO3 identify, describe and/or produce different English pronunciation features in
natural speech
CILO4 discuss and apply phonological concepts and rules related to English speech
CILO5 make use of English pronunciation software and websites to enhance English
pronunciation
Teaching and Learning Activities (TLAs)
TLA1 Lecture: Exemplification of core issues and concepts with relevant examples;
discussion of phonetics and phonological phenomena
TLA2 Tutorial and after class: Practising audiolingual materials
TLA3 In-class Discussion
TLA4 Tutorial: Group Oral Presentation
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Assessment Tasks (ATs) Group Individual
AT1 In-class Individual Assignments
1: In-class listening test – Students are asked to
recognise English vowels and consonants in the
recordings
2: In-class transcription task + syllabification –
Students are asked to transcribe some simple
English words phonemically and explain the
syllabification of the words provided.
10% (5% x 2)
AT2 Group Oral Presentation
In groups of 4, students have to show some
excerpts (a total of 10 minutes) of natural English
speech from some audio-visual materials. They
are required to highlight the different features in
natural and casual speech of English and explain
the phonetic and phonological features found in
those excerpts.
20%
AT3 Individual Term Paper
Individual take-home assignment: The essay
should be related to the issues discussed in class.
The focus should be on the features of English
speech or English pronunciation learning.
➢ The word limit of this paper is 2800-3000
words.
➢ The paper should be written in APA style.
➢ The deadline of submission is
10 December 2021.
➢ A softcopy should be uploaded to Moodle
(VeriGuide included in Moodle).
30%
AT4 Final Examination (Open book) 40%
TOTAL 100%
Alignment of Course Intended Learning Outcomes, Teaching and Learning Activities and
Assessment Tasks
Course Intended
Learning Outcomes
Teaching and Learning
Activities
Assessment Tasks
CILO1 TLA1,2,3,4 AT1,2,3,4
CILO2 TLA2,3,4 AT1,2,4
CILO3 TLA1,2,3,4 AT1,2,3,4
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CILO4 TLA1,2,3,4 AT2,3,4
CILO5 TLA2,3,4 AT1,2,3
Distribution of Notional Learning Hours/ QF Credits
Activity Notional Learning Hours (NLHs)
Contact Hours (a)
Lecture 26
Tutorial 13
Consultation 1
TOTAL: 40
Self-Study Hours (b)
Reading 24
Practising Oral Materials 10
Preparation for Presentation 10
Term paper 20
In-class Assignments 6
Revision for Examination 10
TOTAL: 80
Total NLHs:
(a)+(b) 120
QF Credits:
(Total NLHs/10)
12
Course Outline
Week 1: Brief History of the English Sound System
- Language Family
- Origin, Development and Change
- English Varieties
Required Readings:
McCrum, R., R. MacNeil and W. Cran. (2002). The Story of English. Harmondsworth:
Penguin. pp. 1-45.
Page 4 of 12
Week 2: Production of Speech Sounds
- Articulatory Mechanism
- Vocal Apparatus
- Place and Manner of Articulation
Required Readings:
Roach, P. (2009). English Phonetics and Phonology. Cambridge: Cambridge University
Press. pp. 8-18.
Clark, J., C. Yallop and J. Fletcher. (2006). An Introduction to Phonetics and Phonology.
Oxford: Blackwell Publishing. pp. 10-54.
Week 3: English Phonemes
- Description and Classification of Consonants
o Manner of Articulation
o Place of Articulation
- Description and Classification of Vowels
o Monophthongs, Diphthongs and Triphthongs
o Tongue Height
o Parts of Tongue
o Tongue Muscle
o Lip Roundedness
Required Reading:
Roach, P. (2009). English Phonetics and Phonology. Cambridge: Cambridge University
Press. pp. 19-37.
Week 4: IPA Transcription
- IPA
- Phonemic and Phonetic Transcription
Required Reading:
Tench, P. (2011). Transcribing the Sound of English: A Phonetics Workbook for Words
and Discourse. Cambridge: Cambridge University Press. pp. 3-5 and 60-71.
Week 5: Phonics
- English Alphabets and English Phonemes
- Phoneme Grapheme Correspondence
Required Reading:
Beck, I. L. (2006). Making Sense of Phonics: The Hows and Whys. NY: Guildford Press. pp.
1-47.
Page 5 of 12
Week 6: Syllable Structure of English
- Syllable Structure
- Phonotactic Constraints
Required Reading:
Roach, P. (2009). English Phonetics and Phonology. Cambridge: Cambridge University
Press. pp. 70-80
Week 7: Word Stress
- Nature of Stress
- Stress Assignment
Required Reading:
Roach, P. (2009). English Phonetics and Phonology. Cambridge: Cambridge University
Press. pp. 93-111.
Week 8: Weak Forms
- Types of Weak Form
- Word, Phrase and Sentential Level
Required Readings:
Roach, P. (2009). English Phonetics and Phonology. Cambridge: Cambridge University
Press. pp. 112-120.
Mortimer, C. (2008). Elements of Pronunciation: Intensive Practice for Intermediate and
More Advanced Students. Cambridge: Cambridge University Press. pp. 4-5 and 61-12.
Week 9: Connected Speech
- Assimilation, Elision and Linking
Required Readings:
Ladefoged, P. & K. Johnson. (2015). A Course in Phonetics. Stamford: Cengage
Learning. pp.115-142.
Mortimer, C. (2008). Elements of Pronunciation: Intensive Practice for Intermediate and
More Advanced Students. Cambridge: Cambridge University Press. pp. 45-47.
Week 10: Tone
- Description and Analysis of English Tones
- Functions of English Tones
Required Reading:
Roach, P. (2009). English Phonetics and Phonology. Cambridge: Cambridge University
Press. pp. 156-161.
Page 6 of 12
Week 11: Intonation and Rhythm
- Description and Analysis of Intonation and Rhythm
of English
Required Readings:
Roach, P. (2009). English Phonetics and Phonology. Cambridge: Cambridge University
Press. pp. 162-170.
Wells, J. (2006). English Intonation: An Introduction. Cambridge: Cambridge
University Press. pp. 1-24.
Week 12: Linguistic Phonetics
- Phonetics of the Community and Individual
- Controlling Articulatory Movements
- Memory for Speech
Required Reading:
Ladefoged, P. & K. Johnson. (2015). A Course in Phonetics. Stamford: Cengage
Learning. pp.277-302.
Week 13: Computer-assisted Pronunciation Learning
- Pronunciation learning software and websites
- Speech (phonetics) analysis software
Required Readings:
Mushangwe, H. (2014). De-foreignizing a Sound: Computer-assisted Pronunciation Practice
in Learning a Foreign Language. Theory and Practice in Language Studies, Vol. 4, No. 2,
pp. 303-312.
Saran, M., G. Seferoglu., & K. Cagiltay. (2009). Mobile Assisted Language Learning:
English Pronunciation at Learners' Fingertips. Eurasian Journal of Educational
Research, 34, 97-114.
BBC Worklife (n.d.) Language Matters - Can Technology Help You Lose an Accent? .
http://www.bbc.com/capital/story/20190506-this-technology-could-help-you-lose-your-accent
Tools to be Introduced and Tried Out:
https://play.google.com/store/apps/details?id=com.macmillan.app.soundsfree
http://wikspeak.en.softonic.com/
https://eyespeak-english.en.uptodown.com/windows
Other Resources:
http://www.phon.ucl.ac.uk/
http://www.phon.ucl.ac.uk/resource/software.php
http://www.rose-medical.com/pronunciation-coach.html
Week 14: Reading Week
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Academic Honesty
You are expected to do your own work. Dishonesty in fulfilling any assignment undermines the
learning process and the integrity of your college degree. Engaging in dishonest or unethical behavior
is forbidden and will result in disciplinary action, specifically a failing grade on the assignment with
no opportunity for resubmission. A second infraction will result in an F for the course and a report to
College officials. Examples of prohibited behavior are:
• Cheating – an act of deception by which a student misleadingly demonstrates that s/he has
mastered information on an academic exercise. Examples include:
• Copying or allowing another to copy a test, quiz, paper, or project
• Submitting a paper or major portions of a paper that has been previously submitted for another
class without permission of the current instructor
• Turning in written assignments that are not your own work (including homework)
• Plagiarism – the act of representing the work of another as one’s own without giving credit.
• Failing to give credit for ideas and material taken from others
• Representing another’s artistic or scholarly work as one’s own
• Fabrication – the intentional use of invented information or the falsification of research or other
findings with the intent to deceive
To comply with the University’s policy, any written work has to be submitted to VeriGuide.
Resources
Primary Reading:
Roach, P. (2009). English Phonetics and Phonology. Cambridge: Cambridge University Press.
(with the accompanying CDs)
Website of the Book: http://www.cambridge.org/hk/elt/catalogue/subject/project/item5629545/English-
Phonetics-and-Phonology-Product-Home/?site_locale=zh_HK¤tSubjectID=382387
Supplementary Readings:
Ashby, M. & J. Maidment. (2005). Introducing Phonetic Science. Cambridge: Cambridge
University Press.
Beck, I. L. (2006). Making Sense of Phonics: The Hows and Whys. New York: Guildford Press.
Carr, P. (2013). English Phonetics and Phonology: An Introduction. Oxford: Blackwell.
Carley, P. & I. M. Mees. (2020). American English Phonetics and Pronunciation Practice. London
and New York: Routledge.
Carley, P., I.M. Mees & B. Collins. (2018). English Phonetics and Pronunciation Practice. London
and New York: Routledge.
Catford, J. C. (2001). A Practical Introduction to Phonetics. Oxford: Oxford University Press.
Page 8 of 12
Celce-Murcia, M. D. M. Brinton & J. M. Goodwin. (2010). Teaching Pronunciation: A Course Book
and Reference Guide. Cambridge: Cambridge University Press.
Clark, J., C. Yallop & J. Fletcher. (2006). An Introduction to Phonetics and Phonology. Oxford:
Blackwell.
Collins, B. & I. M. Mees. (2013). Practical Phonetics and Phonology: A Resource Book for
Students. Oxon: Routledge.
Cruttenden, A. (2001). Gimson's Pronunciation of English. London: Edward Arnold.
Crystal, D. (2008). A Dictionary of Linguistics and Phonetics. Oxford: Blackwell Publishing.
Edwards, H. T. (2002) Applied Phonetics: The Sounds of American English. NY:
Delmar/Cengage Learning.
Edwards, H. T. & A. L. Gregg. (2003). Applied Phonetics Workbook: A Systematic Approach to
Phonetic Transcription. NY: Cengage Learning.
Gilbert, J. (2006). Clear Speech. New York: Cambridge University Press. (Intermediate Level). See
also Teacher resource book.
Grant, L. (2007). Well Said Intro. Boston: Thomson/Heinle.
Gunning, T. G. (2000). (illustrated by Norma Kable) Phonological Awareness and Primary Phonics.
Boston : Allyn and Bacon.
Heilman, A. W. (2002). Phonics in Proper Perspective. Upper Saddle River: Merrill.
Hewings, M. (2004). Pronunciation Practice Activities: A Resource Book for Teaching English
Pronunciation. Cambridge: Cambridge University Press.
International Phonetic Association. (2001). Handbook of the International Phonetic Association: A
Guide to the Use of the International Phonetic Alphabet. Cambridge: Cambridge University Press.
Johnson, K. (2003). Acoustic and Auditory Phonetics. Oxford: Blackwell.
Jones, D. (2011). Cambridge English Pronouncing Dictionary. Cambridge: Cambridge University
Press.
Kelly, G. (2000). How to Teach Pronunciation. Harlow: Longman.
Kreidler, C.W. (2004). The Pronunciation of English. Oxford: Blackwell.
Ladefoged, P. (2004). Vowels and Consonants. Malden: Blackwell.
Ladefoged, P. & K. Johnson. (2015). A Course in Phonetics. Stamford: Cengage Learning.
Page 9 of 12
Lecumberri, M.L. & J.A. Maidment. (2000). English Transcription Course. London: Arnold.
McCracken, M. J. & R. A., McCraken. (2012). Spelling through Phonics. Winnipeg: Portage &
Main Press.
McCrum, R., R., MacNeil & W. Cran. (2002). The Story of English: Revised Edition.
Harmondsworth: Penguin.
Mortimer, C. (2008). Elements of Pronunciation: Intensive Practice for Intermediate and More
Advanced Students. Cambridge: Cambridge University Press.
Roach, P. (2000). A Little Encyclopedia of Phonetics.
http://www.personal.reading.ac.uk/~llsroach/encyc.pdf
Rodgerson-Revell, P. (2011). English Phonology and Pronunciation Teaching. London/NY:
Continuum.
Rudder, J. (2010). The IPA for Language Learning: An Introduction to the International Phonetic
Alphabet. www.nativlang.com
Saidi, A. (2017, June 09). The Importance of Phonetics and Phonology in the Teaching of
Pronunciation. EFL Magazine. https://www.eflmagazine.com/importance-phonetics-phonology-
teaching-pronunciation/
Saran, M., G. Seferoglu., & K. Cagiltay. (2009). Mobile Assisted Language Learning: English
Pronunciation at Learners' Fingertips. Egitim Arastirmalari-Eurasian Journal of Educational
Research, 34, 97-114.
Tench, P. (2011). Transcribing the Sound of English: A Phonetics Workbook for Words and
Discourse. Cambridge: Cambridge University Press.
Weinstein, N. (2000). Whaddya say?: Guided practice in relaxed speech. White Plains: Prentice
Hall Regents/Longman/Pearson.
Wells, J. (2006). English Intonation: An Introduction. Cambridge: Cambridge University Press.
Yava, M. (2006). Applies English Phonology. Oxford: Blackwell.
Zsiga, E. (2013). The Sounds of Language: An Introduction to Phonetics and
Phonology. Malden: Blackwell.
Term Paper Assessment Rubric Exemplary Satisfactory Developing/
Emerging
Unsatisfactory
Focus
Presents an
insightful and
focused thesis
statement.
Presents a thesis
statement with
adequate insight and
focus.
Presents a thesis
statement with
minimal insight and
focus.
Presents a thesis
statement with no
insight or focus.
Page 10 of 12
Weight for this
criterion:
20% of total score
Draws strong and
clear connections
between the thesis
and significant
related ideas.
Draws adequate
connections between
thesis and related
ideas.
Draws insufficient
connections between
thesis and related
ideas.
Shows no
understanding
of connections between
thesis and related ideas.
Organization
Weight for this
criterion:
20% of total score
Effectively provides
a logical
progression of related
ideas and supporting
information in the
body of the paper.
Adequately provides a
progression
of ideas and
supporting
information
in the body of the
paper.
Provides a poorly
organized progression
of ideas and
supporting
information in the
body of the paper.
Does not provide a
progression
of ideas and supporting
information in the body
of the paper.
Effectively
uses transitions to
connect supporting
information clearly.
Adequately
uses transitions to
connect supporting
information.
Ineffectively uses
transitions to connect
supporting
information.
Does not use
transitions to connect
supporting information.
Arrives at a
well-documented,
logical conclusion,
involving critical
thinking.
Arrives at an
adequately
documented
conclusion.
Arrives at an
insufficiently
documented
conclusion.
Does not arrive at a
documented
conclusion.
Support/
Elaboration
Weight for this
criterion:
30% of total score
Effectively
synthesizes complex
ideas from research
sources.
Sufficiently
synthesizes ideas from
research sources.
Ineffectively
synthesizes ideas
from research
sources.
No evidence of
synthesizing ideas from
research sources.
Demonstrates
exceptional selection
of supporting
information clearly
relevant to the thesis
and its related ideas.
Demonstrates
sufficient selection of
supporting
information clearly
relevant to the thesis
and its related ideas.
Demonstrates
insufficient selection
of supporting
information clearly
relevant to the thesis
and its related ideas.
Lacks supporting
information clearly
relevant to thesis and
its related ideas.
Provides a
meaningful
presentation of
multiple perspectives.
Provides an adequate
presentation of
multiple perspectives.
Provides a limited
presentation of
multiple perspectives.
Does not present
multiple perspectives.
Effectively balances
use of quotations and
student paraphrasing.
Adequately balances
use of quotations and
student paraphrasing.
Insufficiently
balances use of
quotations and
student paraphrasing.
Does not balance use
of quotations and
student paraphrasing.
Style
Weight for this
criterion:
10% of total score
Exhibits skillful use of
language, including
effective word choice,
clarity, and consistent
voice.
Exhibits good use of
language, including
some mastery of word
choice, clarity, and
consistent voice.
Exhibits ineffective
use of language,
including weak word
choice, limited
clarity, and
inconsistent voice.
Exhibits severely
flawed use of language,
including weak word
choice, no clarity, and
no voice.
Demonstrates
exceptional fluency
through varied
sentence structure,
paragraphing, flow
of ideas, and
transitions.
Demonstrates
sufficient fluency
through sentence
structure,
paragraphing, flow of
ideas, and transitions.
Demonstrates limited
fluency through
sentence structure,
paragraphing, flow of
ideas, and transitions.
Lacks fluency through
sentence structure,
paragraphing, flow of
ideas, and transitions.
Conventions
Weight for this
criterion:
10% of total score
Demonstrates a
sophisticated use of
the prescribed format
(APA), including title
page, pagination, and
citations.
Demonstrates adequate
use of the prescribed
format (APA),
including title page,
pagination, and
citations.
Demonstrates limited
use of the prescribed
format (APA),
including title page,
pagination, and
citations.
Demonstrates
no use of the prescribed
format (APA), including
title page, pagination,
and citations.
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Consistently uses
standard writing
conventions
in grammar, spelling,
capitalization,
punctuation, and
usage.
Generally
uses standard writing
conventions
in grammar, spelling,
capitalization,
punctuation, and
usage.
Minimally
uses standard writing
conventions
in grammar, spelling,
capitalization,
punctuation, and
usage.
Does not use standard
writing conventions in
grammar, spelling,
capitalization,
punctuation, and usage.
Information
Literacy
Weight for this
criterion:
10% of total score
Conscientiously and
consistently
demonstrates
integrity in citing
practices.
Generally
demonstrates integrity
in citing practices.
Inconsistently
demonstrates
integrity in citing
practices.
Does not demonstrate
integrity in citing
practices.
Effectively employs
an extensive variety of
primary and secondary
sources, including a
significant amount of
current information.
Adequately employs a
sufficient variety of
primary and secondary
sources including a
sufficient amount of
current information.
Employs a limited
variety of primary
and secondary
sources including an
insufficient amount
of current
information.
Does not employ a
variety of primary and
secondary sources
and/or does not include
current information.
Demonstrates strong
evaluation skills in
determining resource
credibility and
reliability.
Demonstrates
sufficient evaluation
skills in determining
resource credibility and
reliability.
Demonstrates limited
evaluation skills in
determining resource
credibility and
reliability.
Demonstrates no
evaluation skills to
determine resource
credibility and
reliability.
Oral Presentation Assessment Rubric Criteria Exemplary Satisfactory Developing Unsatisfactory
Communication
Skills
Weight for this
criterion:
30% of total score
Consistently speaks
with appropriate
volume, tone, and
articulation.
Generally speaks
with appropriate
volume, tone, and
articulation.
Has difficulty
speaking with
appropriate volume,
tone, and articulation.
Does not speak with
appropriate volume,
tone, and articulation.
Consistently employs
appropriate eye contact
and posture.
Frequently employs
appropriate eye
contact and posture.
Employs infrequent
eye contact and/or
poor posture.
Makes no eye
contact.
Consistently employs
appropriate nonverbal
communication
techniques.
Adequately
employs
appropriate
nonverbal
communication
techniques.
Employs limited
nonverbal
communication
techniques.
Does not employ
nonverbal
communication
techniques.
Consistently exhibits
poise, enthusiasm, and
confidence.
Generally exhibits
poise, enthusiasm,
and confidence.
Exhibits limited
poise, enthusiasm,
and confidence.
Lacks poise,
enthusiasm, and
confidence.
Consistently employs
standard grammar.
Generally employs
standard grammar.
Infrequently employs
standard grammar.
Does not employ
standard grammar.
Adheres to prescribed
time guidelines.
Adheres to
prescribed time
guidelines.
Violates prescribed
time guidelines.
Violates prescribed
time guidelines.
Employs creative use
of visual aids that
enrich or reinforce
presentation.
Employs
appropriate visual
aids that relate to
presentation.
Employs ineffective
visual aids.
Uses no visual aids.
Criteria Exemplary Satisfactory Developing Unsatisfactory
Page 12 of 12
NOTE:
Do not plagiarise! ”ZERO” mark will be given to any plagiarised assignments.
To avoid plagiarising, think carefully, write in your words and always acknowledge your source of
information. Please refer to the APA file for more information on format and referencing of your
writing.
Content and
Coherence
Weight for this
criterion:
60% of total score
Effectively defines a
main idea and clearly
adheres to its purpose
throughout
presentation.
Adequately defines
a main idea and
adheres to its
purpose throughout
presentation.
Insufficiently defines
a main idea and
adheres to its purpose
throughout
presentation.
Does not define a
main idea or adhere
to its purpose.
Exemplary Satisfactory Developing Unsatisfactory
Employs a logical and
engaging sequence
which the audience can
follow.
Employs a logical
sequence which the
audience can
follow.
Employs an
ineffective sequence
confusing to the
audience.
Lacks an
organizational
sequence.
Exemplary Satisfactory Developing Unsatisfactory
Demonstrates
exceptional use of
supporting details/
evidence.
Demonstrates
sufficient use of
supporting details/
evidence.
Demonstrates
insufficient
supporting details/
evidence.
Demonstrates no
supporting
details/evidence.
Criteria Exemplary Satisfactory Developing Unsatisfactory
Response to
questions
Weight for this
criterion:
10% of total score
Accurately responds to
questions and
comments and provides
extra examples for
illustration.
Accurately
responds to
questions and
comments but does
not provide further
illustration.
Indirectly responds to
questions and
comments and does
not provide further
illustration.
Does not provide
relevant response to
questions and
comments.
